The present study builds upon research in the CAF (complexity, accuracy, fluency)
framework for examining learner performance to compare the lexical and syntactic
complexity of learner output in spoken discourse and synchronous computer-mediated
communication (SCMC) during completion of narrative tasks. Data were generated from
transcripts and video-enhanced chatscripts for (N= 21) university learners of English from
linguistically, educationally and digitally diverse backgrounds. Results revealed no …